Name: __Mariah Gulley ______________

Persuading the Reader

___/10 points

Type of Assessment: Formative

PS: W1, W2, W6, R1
Writing Activity #1: Analyzing songs
As discussed in class, it is critical to be familiar with the text or film you are writing about. The
more familiar you are with the content, the more you will be able to say about characters,
themes, and dynamic aspects of the subject matter. Lets break down what we are working on in
class into workable writing chunks, so the analysis of our songs isnt so difficult
Follow the provided process to move from basic summary to analysis of a familiar film.
1.) Write down the four songs you are using for your analysis
1.)
2.)
3.)
4.)

Someone that youre With by Nickelback

Save Me a Spark by Sleeping With Sirens
Just the Girl by the Click Five
Live Like You Where Dyeing By Tim McGraw

2.) Choose one of the four examples to work with for the rest of the activity.
Selected song: _____ someone that youre With by Nickelback _______
3.) Write a description of the song. The description must be all in your own words and include
plenty of adjectives to describe. Do not give examples yet!
In this song Someone that youre With by Nickelback a guy had moved into an apartment next
to a girl and she was really pretty. He had wanted to be with her and ask out this lovely lady but
every time he got up the courage to ask he was too late and she had a boyfriend and he has to
compete with all the other guys to get to her. He also wanted to take things slow and be friends
with her but he sees that he need to hurry up and ask her out if he wants to before the other
guys get to her.
4.) Provide an example from the song that shows one of the characteristics you described.
Add on to your paragraph by describing the lyrics and the music.
An Example of one of the things characteristics described in the song from my book The Choice
is in the character Travis Parker. In the book it had showed multiple times that he wanted to be
with her but she had a boyfriend like hear in the book when they got done looking up at the sky
and talking about the stars. What are you doing? she gasped. I couldnt help it. He shrugged,
seeming not the least bit apologetic. It just seemed like the right thing to do. You know I have
a boyfriend, she repeated, knowing that deep down she hadnt minded the kiss at all and hated
herself for it.
5.) Now, connect the two. Spend some time explaining HOW the example proves the
description. Imagine that we cant connect the dots do it for us (analysis)
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6.) Considering the song as a whole again, write down how your song lyrics and music reflect
the themes going on in both your book and your song.

7.) Now, select the strongest example and write a paragraph that explains how the book and
song contributes to the theme, whether it is a positive or negative influence, again making
a bridge that explains HOW the example proves/contributes the theme.
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Content
Argumenta
tive
W1, R1

An accurate analysis of
what text says explicitly
and inferentially, citing
convincing textual
evidence for support,
while showing full
comprehension of
complex ideas expressed
in the text
-Cite strong and thorough
textual evidence
- Shows full
comprehension of how
explicit (right there) and
inferred ideas support a
position that is filled with
insight and depth
5

An accurate analysis of
what text says explicitly
and inferentially, citing
textual evidence for
support, while showing
strong comprehension of
ideas expressed in the
text
-Cite appropriate and
purposeful textual
evidence
- Shows comprehension of
explicit ideas and
beginning comprehension
of inferred ideas as they
relate to the position being
defended
4

Developme
nt of Ideas
Argumenta
tive
W1, W2,
W6

Effective, comprehensive
development, using clear
and convincing reasoning,
details, text-based
evidence, and/or
description that is
consistent and
appropriate to task and
purpose
-Strong, insightful
argument that is clear in
purpose
-Analysis is filled with
insight and depth
-Analysis fully connects
textual support to original
idea/opinion, taking care to
fully explain the connection
-Analysis is focused on
main idea, relating to the
position posed in the thesis
statement
5

Effective development,
using clear reasoning,
details, text-based
evidence, and/or
description that is
largely appropriate to
task and purpose
-Insightful argument that
is clear in purpose
-Analysis holds insight,
but it is conveyed too
quickly
-Analysis connects textual
support to original idea,
but connection may be
rushed or lacking full
development
-Analysis is mostly
focused on main idea,
which relates to the thesis
statement
4

An mostly accurate
analysis of what text says
explicitly OR
inferentially, citing
textual evidence for
support, while showing
basic comprehension of
ideas expressed in the
text
-Cite appropriate textual
evidence that focuses on
either the explicit or
inferred meaning (but not
both) OR- minimal
comprehension in both
areas
- Textual evidence is
detached from the position
being argued
3
Some development, using
some reasoning, details,
text-based evidence,
and/or description that is
somewhat appropriate to
task and purpose
-Argument is clear, but
basic
-Analysis is interesting,
but does not delve into
much depth, stating only
basic connections with
minimal development
-Small moments where
focus may be lost or the
connection to the thesis is
unclear
-Consistent filler
material causes minimal
distraction to reader
3

A minimally accurate or
inaccurate analysis of what
text says explicitly and
inferentially, citing limited
textual evidence for support,
while showing little to no
comprehension of ideas
expressed in the text OR no
textual evidence
-Cite vague or non-supportive
textual evidence
that does not show a
comprehension of explicit or
inferred meaning
-OR-No textual evidence used
20

Minimal to no development,
with limited reasoning,
details, text-based evidence,
and/or description that is
limited in its appropriateness
to task and purpose
-Argument is jumbled ORunclear OR- missing
-Analysis may only state one or
two basic connections without
any true development
-filler material takes up the
bulk of the paragraph.
20